Deposition Reflection
Take a moment and think about the nine different criteria you just self-assessed. What are your strengths? Where could you use some improvement? Please write approximately 500 words identifying your strengths and developing a plan to improve your weaknesses. Be specific in which characteristics/traits that you need to improve and how you will improve your weaknesses. Saying “I will do better” is not a plan. Saying “I will set my alarm clock early and plan to be at class 15 minutes early” when you have a problem with punctuality is a plan.
Please identify your strengths and share your plan for improving your weaknesses.
I will upload the paper to go off of for the dispositions that are needed for the assignment.
REFLECTION ON DISPOSITIONS
NAME: Kaniesha Montgomery
USM ID: W5
0
580
2
GENERAL INSTRUCTIONS FOR REFLECTION ON DISPOSITIONS
For each section of the dispositions rubric, you will be asked to look up key terms (DEFINE), rate yourself on each of the terms (RATE), and then support your rating by using anecdotal evidence from your past or present (EXPLAIN). When creating your definitions, please make sure that you are thinking about the terms as they apply to elementary (K-
6
) educational settings. Certainly, you may make use of reference tools such as dictionary.com. However, the definitions you compose
should be in your own words
. Please do not just copy and paste. In addition, you may need to do further research on terms such as “professional appearance for teachers” or “appropriate interactions with students” before composing your definitions.
Section
1
: Exhibits Reliability/Dependability
DEFINE: Please begin by composing a definition for each of the following terms as they relate to educational settings.
1. Attendance: The action of being present regularly at a place or event.
2. Punctuality: The fact of being on time.
3
. Responsible: An obligation to do something, or having control over or care for someone, as part of their job or role.
4. Conscientious: Intentions of doing what is right.
5. Mature: The act of being grown-up.
RATE: How would you rate yourself on each of the above terms? Check the box in the cell that most accurately describes you.
|
Disposition |
Trait/ Characteristic |
Unacceptable |
0 |
Marginal
1 |
Mastery
2 |
Exemplary |
3 |
|||||||||||||||||||||
|
Exhibits Reliability/ Dependability |
Attendance |
|_|Frequently absent |
|_| Occasionally absent |
|_| Rarely absent |
|X|3 Exemplary attendance |
|||||||||||||||||||||||
|
Punctuality |
|_| Frequently late |
|X|2 Occasionally late |
|_| Rarely late |
|_| Always on time |
||||||||||||||||||||||||
|
Responsible, Conscientious, & Mature |
|_| Sometimes fails to attend to tasks/duties |
|_| Sometimes late in attending to tasks/duties |
|_| Attends to tasks/duties with occasional prompting |
|X|3 Attends to tasks/duties without prompting |
EXPLAIN: Support
each
of your ratings. Why did you give yourself a “3” (or whatever)? Remember, even if you selected “Not Applicable,” you will need to justify why you selected it.
1. Attendance: I hardly ever miss work unless I am sick or something happened that’s out of my control.
2. Punctuality: I am a person that’s always late, I am hardly ever on time.
3. Responsible: I am the type that makes sure everything is going right because if not it falls back on me.
4. Conscientious: I always try to do what’s right, I believe you never know who’s watching.
5. Mature: I do feel like I am mature enough to step up do my job while helping others in need.
Section 2: Exhibits Professionalism
DEFINE: Please begin by composing a definition for each of the following terms as they relate to educational settings.
1. Professional Appearance: Your wardrobe, appearances, body language, and verbal communication.
2. Ethical: being committed to support children’s development, respecting their differences.
3. Confidentiality: The privacy of respecting someone’s wishes.
RATE: How would you rate yourself on each of the above terms? Check the box in the cell that most accurately describes you.
|
Unacceptable 0 |
Marginal 1 |
Mastery 2 |
Exemplary 3 |
||||||||||||||||||||||||
|
Exhibits Professionalism |
Professional Appearance |
|_| Appears inappropriately/ unprofessionally dressed |
|_| Occasionally appears inappropriately/ unprofessionally dressed |
|_| Usually dresses appropriately/ professionally |
|X| 3 Always dresses appropriately/ professionally |
||||||||||||||||||||||
|
Ethical – maintains confidentiality |
|_| Has failed to maintain confidentiality |
|X| 3 Maintains confidentiality |
EXPLAIN: Support
each
of your ratings. Why did you give yourself a “3” (or whatever)? Remember, even if you selected “Not Applicable,” you will need to justify why you selected it.
1. Professional Appearance: As a director of a preschool program, I have to dress professionally, your appearances say a lot about you.
2. Ethical: I believe it is very important to respect others’ privacy, and I understand I can lose my job if I don’t do so as well.
Section 3: Possesses Positive Social Skills
DEFINE: Please begin by composing a definition for each of the following terms as they relate to educational settings.
1. Tact: The knowledge of how to deal with difficult or delicate situations.
2. Warmth: A positive teacher.
3. Collegiality: A strong and healthy relationship with other colleagues.
4. Enthusiasm: creating positive teaching and learning environments.
5. Positive Demeanor: An outward behavior, like you’re your facial expressions, the way you talk, and the way you stand.
RATE: How would you rate yourself on each of the above terms? Check the box in the cell that most accurately describes you.
|
Possesses Positive Social Skills |
Tact, warmth, Collegiality, Enthusiasm, & Positive Demeanor |
|_| Insensitive or unenthusiastic or displays negative demeanor |
|_| Somewhat insensitive or unenthusiastic or displays negative demeanor |
|X|2 Usually sensitive and enthusiastic and displays positive demeanor |
|_| Consistently sensitive and enthusiastic and displays positive demeanor |
EXPLAIN: Support
each
of your ratings. Why did you give yourself a “3” (or whatever)? Remember, even if you selected “Not Applicable,” you will need to justify why you selected it.
1. Possesses Positive Social Skills: Sometimes I don’t realize the facial expressions that I make when I talk so sometimes people take me the wrong way.
Section 4: Exhibits Initiative
DEFINE: Please begin by composing a definition for each of the following terms as they relate to educational settings.
1. Passion for Learning: When you enjoy learning new things and try to implement them after you have been taught.
2. Creative: You think outside the box and you art artistic.
3. Resourceful: To create solutions in challenging situations.
4. Independently Implements Plans: A process you use to get to reach a certain goal.
RATE: How would you rate yourself on each of the above terms? Check the box in the cell that most accurately describes you.
|
Exhibits Initiative |
Responsible, Passion for Learning, Maturity, & Enthusiasm. |
|_| Does not look for opportunities to assist in clinical classroom. Contributes little to class. |
|_| Depends on others for directions, ideas, & guidance, but is willing to help when asked. |
|_| Has good ideas, works effectively with limited supervision. |
|X|3 Creative and resourceful, independently implements plans. |
EXPLAIN: Support
each
of your ratings. Why did you give yourself a “3” (or whatever)? Remember, even if you selected “Not Applicable,” you will need to justify why you selected it.
1. Exhibits Initiative: I stay positive in everything I do even in challenging situations.
Section 5: Exhibits Self-Confidence
DEFINE: Please begin by composing a definition for each of the following terms as they relate to educational settings.
1. Poised: Someone who is ready to take action.
2. Confident: You know you are capable of accomplishing something.
3. Realistically self-assured: To show confidence in what you do.
4. Competent: A person who wins the heart and mind of another person.
RATE: How would you rate yourself on each of the above terms? Check the box in the cell that most accurately describes you.
|
Trait/Characteristic |
|||||||||
|
Exhibits Self-confidence |
Poised, Maturity, & Positive Demeanor |
|_| Anxious: often appears extremely nervous or arrogant: has unfounded belief in abilities. |
|_| Somewhat confident about own ability to handle class demands-reasonably nervous. |
|_| Usually confident and comfortable with class demands |
|X|3 Realistically self-assured; competently handles class demands. |
EXPLAIN: Support
each
of your ratings. Why did you give yourself a “3” (or whatever)? Remember, even if you selected “Not Applicable,” you will need to justify why you selected it.
1. Exhibits Self-Confidence: I believe in myself and want t make an impact.
Section 6: Interaction with clinical students and other teacher candidates
DEFINE: Please begin by composing a definition for each of the following terms as they relate to educational settings.
1. Positive Interaction with Students: Talking positively to help the child feel more open and comfortable, even when challenging situations occur.
2. Friendliness: Being kind, loving, and positive.
RATE: How would you rate yourself on each of the above terms? Check the box in the cell that most accurately describes you.
|
Interaction with clinical students and other teacher candidates |
Positive Interaction with Students, Enthusiasm, & warmth/ friendliness. |
|_| Can appear aggressive towards students/candidates or withdrawn; hesitant to work with students/others. |
|X|3 Relates easily and positively with students/candidates. |
EXPLAIN: Support
each
of your ratings. Why did you give yourself a “3” (or whatever)? Remember, even if you selected “Not Applicable,” you will need to justify why you selected it.
1. Interaction with clinical students and other teacher candidates: I have discovered that sometimes we as teachers or co-workers are the only ones that give that child or adult positivity, they always hear negative outside from work or school.
Section 7: Response to students’ needs.
DEFINE: Please begin by composing a definition for each of the following terms as they relate to educational settings.
1. Values Students’ Families: To care about students’ families, their culture, or their religion.
2. Responsive to diverse needs of students: To include diverse students’ in classroom activities.
RATE: How would you rate yourself on each of the above terms? Check the box in the cell that most accurately describes you.
|
Response to students’ needs. |
Positive Interaction with Students, Values Students’ Families, & Passion for Learning. |
|_| Fails to respond to diverse needs of learners or makes negative comments about students |
|_| Somewhat responsive to the diverse needs of learners |
|_| Usually responsive to the diverse needs of learners |
|X|3 Consistently responds to the diverse needs of learners |
EXPLAIN: Support
each
of your ratings. Why did you give yourself a “3” (or whatever)? Remember, even if you selected “Not Applicable,” you will need to justify why you selected it.
1. Response to students’ needs: I always want the children to feel comfortable in the classroom with me, I want them to be able to be open and feel loved. I want them to know I am here to help, not hurt.
Section 8: Response to Feedback.
DEFINE: Please begin by composing a definition for each of the following terms as they relate to educational settings.
1. Appropriately seeks feedback: Information given from another source about a child to help them reach a goal.
2. Appropriately responds to feedback: To give information on a child or situation to help accomplish something.
3. Judgment: When a person critiques a situation or person.
RATE: How would you rate yourself on each of the above terms? Check the box in the cell that most accurately describes you.
|
Response to Feedback |
Seeks and responds appropriately to feedback |
|_| Fails to seek feedback or is defensive or unreceptive to feedback. |
|_| Receptive but does not implement suggestions |
|_| Receptive and adjusts performance accordingly |
|X|3 Solicits suggestions and feedback from others and implements suggestions |
||||
|
Judgment |
|_| Rushes to make decisions and makes mistakes in judgment. Does not ask for assistance from supervisor or mentor teacher. |
|_| Makes some effort to think about situations before acting, but does not ask for assistance from supervisor or mentor teacher. |
|X|2 Thinks about situation before acting, but is unsure about the right decision. Occasionally asks for assistance from supervisor or mentor teacher. |
|_| Thinks through situation, consults supervisor or mentor teacher for assistance. |
EXPLAIN: Support
each
of your ratings. Why did you give yourself a “3” (or whatever)? Remember, even if you selected “Not Applicable,” you will need to justify why you selected it.
1. Seeks and responds appropriately to feedback: I want to help a child so I will give the information need to reach a goal with helping a child.
2. Judgment: I am sometimes quick to make judgments instead of evaluating the situation.
Section 9: Ability to reflect and improve on performance.
DEFINE: Please begin by composing a definition for each of the following terms as they relate to educational settings.
1. Reflective: To give past information.
2. Evaluative: To assess a child to check their learning level.
3. Values Learning: To help students to learn something by using different techniques.
4. Passion for Learning: To enjoy what you are doing while you are learning.
5. Improvement: To do better than before.
6. Growth: To change they way you perform.
RATE: How would you rate yourself on each of the above terms? Check the box in the cell that most accurately describes you.
|
Ability to reflect and improve performance |
Reflective, Evaluative, Values Learning, Passion for Learning, Improvement, & Growth. |
|_| Reluctant to analyze performance or inaccurately analysis performance |
|_| Makes some effort to review skills. |
|_| Actively seeks ways to assess abilities. |
|X| 3 Consistently deepens knowledge of classroom practice and student learning. |
EXPLAIN: Support
each
of your ratings. Why did you give yourself a “3” (or whatever)? Remember, even if you selected “Not Applicable,” you will need to justify why you selected it.
1. Seeks and responds appropriately to feedback: I respond to feedbacks in a timely manner.
Section 10, PT. A: Take a moment and give yourself an overall score. First, transfer your answers from the individual sections above to the rubric below. Second, multiply the number of ratings within a column by the number of points received for that column. Points for each column are noted in the column heading. For example, if you gave yourself 5 checks in the “exemplary” column, you would multiply 5 (the number of ratings) times 3 (the number of points) to equal 15. Third, once you have totaled each column, add your score from each column to come up with a total score.
|
1
Exhibits Reliability/ Dependability |
|_| Frequently absent |
|X| Exemplary attendance |
|
|X| Occasionally late |
||
|
|X| Attends to tasks/duties without prompting |
||
|
2
Exhibits Professionalism |
|X| Always dresses appropriately/ professionally |
|
|
|X| Maintains confidentiality |
||
|
3
Possesses Positive Social Skills |
|X| Usually sensitive and enthusiastic and displays positive demeanor |
|
|
4 Exhibits Initiative |
|X| Creative and resourceful, independently implements plans. |
|
|
5 Exhibits Self-confidence |
|X| Realistically self-assured; competently handles class demands. |
|
|
6 |
|X| Relates easily and positively with students/candidates. |
|
|
7 Response to students’ needs. |
|X| Consistently responds to the diverse needs of learners |
|
|
8 Response to Feedback |
|X| Solicits suggestions and feedback from others and implements suggestions |
|
|
|X| Thinks about situation before acting, but is unsure about the right decision. Occasionally asks for assistance from supervisor or mentor teacher. |
||
|
9 Ability to reflect and improve performance |
|_| Actively seeks ways to assess abilities. |
|X| Consistently deepens knowledge of classroom practice and student learning. |
|
Individual column scores: |
30 |
|
|
Overall TOTAL score: |
39 |
Section 10, PT. B:
Take a moment and think about the nine different criteria you just self-assessed. What are your strengths? Where could you use some improvement? Please write approximately 500 words identifying your strengths and developing a plan to improve your weaknesses. Be specific in which characteristics/traits that you need to improve and how you will improve your weaknesses. Saying “I will do better” is not a plan. Saying “I will set my alarm clock early and plan to be at class 15 minutes early” when you have a problem with punctuality is a plan.
Please identify your strengths and share your plan for improving your weaknesses.
REFLECTION ON DISPOSITIONS
NAME:
Kaniesha Montgomery
USM ID
: W505802
GENERAL INSTRUCTIONS FOR REFLECTION ON DISPOSITIONS
For each section of the dispositions rubric, you will be asked to look up key terms
(DEFINE)
, rate yourself on each of the
terms
(RATE)
, and then support
your rating by using anecdotal evidence from your past or present
(EXPLAIN)
.
W
hen creating your definitions, please make sure that you are thinking
about the terms as they apply to elementary (K
–
6) educational settings. Certa
inly, you may make use of reference tools such as dictionary.com. However,
the definitions you compose
should be in your own words
. Please do not just copy and paste. In addition, you may need to do further research on terms
such as “professional appearanc
e for teachers” or “appropr
iate interactions with students
”
before composing your definitions.
REFLECTION ON DISPOSITIONS
NAME: Kaniesha Montgomery
USM ID: W505802
GENERAL INSTRUCTIONS FOR REFLECTION ON DISPOSITIONS
For each section of the dispositions rubric, you will be asked to look up key terms (DEFINE), rate yourself on each of the terms (RATE), and then support
your rating by using anecdotal evidence from your past or present (EXPLAIN). When creating your definitions, please make sure that you are thinking
about the terms as they apply to elementary (K-6) educational settings. Certainly, you may make use of reference tools such as dictionary.com. However,
the definitions you compose should be in your own words. Please do not just copy and paste. In addition, you may need to do further research on terms
such as “professional appearance for teachers” or “appropriate interactions with students” before composing your definitions.